Below is the lesson guide for the World Shipping simulation. In black are the plans that the geography PLC developed prior to the start of the simulation. In red is what actually happened on each date during the simulation. In addition, there are copies of the assessments that were used for this project. Unlike the marking period that we taught together on resources and how they influenced human patterns of development, the members of the PLC have taught this project together before. This experience allowed us to alter the instruction and improve our teaching of economics.
Changes to Instruction
In the past, the first step in teaching the simulation was to have the students plan a route using the game map. This secret strategy sheet (example attached below) could repeated as many times as the group/student wanted in an attempt to maximize their profits for the game. Once the game began, the students started to record their daily transactions onto balance sheets following the plan they developed with the strategy sheet. We realized that this transition was an area of confusion since the two sheets looked very different from one another. Since the balance sheet was a assessed skill and the strategy sheet wasn't, we switched our instruction and taught the balance sheet skills first. In addition to teaching these skills first, a practice quiz and screener quiz was administered to the students. The students could not move forward until they successfully completed a screener quiz. Those who failed the screener the first time were divided into differentiated groups (those who had minor errors and those who really did not get the math element). Mr. Repsch and Mr. Crabtree worked to remediate those groups while Mr. Mackley moved forward with the planning sheet and the rest of the students.
Another major change in our instruction was the use of a Canvas course strictly for World Shipping. In the past, the groups of students had to wait for the teachers to check their daily balance sheets to prevent errors from becoming major errors that were carried from day to day. This created a lot of down time for the majority of the students as they waited for their group to get checked. This year, we sought to take advantage of that time by creating small activities and putting them into modules as part of a Canvas course. The activities were all related to topics connected with global trade and economics. As the students waited for the teachers to check their daily balance sheets, they were instructed to complete these assignments as part of their world shipping certification. A link to the Canvas course is provided here:
Mr. Mackley instructs the students on how to properly fill out a balance sheet.
World Shipping Lesson Guide
Date
Activity
3/14
On the first day we will explain the concepts of the simulation: supply and demand, imports and exports, 3 types of economic systems, container video. We will also introduce the journal, which will be used everyday during the simulation. These will be turned in on the last day of the simulation. (All three teachers provided instruction to the entire group of roughly 75 students. Crabtree: Video Containers, Repsch presentation on economic systems, Mackley supply and demand discussion)
3/15
Answer questions on the game and instruct how to complete a balance sheet (using the map, product sheet, and rules of the game) All students were given the assignment to bring in questions they had about the game rules, and these questions were answered by Mr. Mackley. Mr. Mackley also instructed the students on the proper way to fill out a balance sheet. This was their first instruction of the balance sheet.
3/16 (ADV)
Mr. Repsch administered a practice balance sheet quiz. The quiz asked the students to complete one day’s worth of sales and purchases. The answers were reviewed with the students.
3/17
Balance Sheet Screener Quiz. This will determine which students understand the balance sheet process. You must pass this to begin the simulation. The screener quiz required the students to correctly record the sales and purchases for two days of the simulation. The screener quiz was graded immediately by Mr. Repsch and Mr. Mackley while Mr. Crabtree circulated the room and answered questions.
3/18
Make groups, and Mr. Mackley will go over the strategy sheet. The students were then divided into three groups. The students who had passed the screener quiz began working on the strategy sheet. The students who had minor misunderstandings were remediated by Mr. Crabtree and the students who really struggled with the quiz were remediated by Mr. Repsch. The students then received another practice quiz to demonstrate understanding.
3/21
Work on strategy sheet (all students returned to the primary group and all three teachers were available for help and instruction.)
3/22
Work on strategy sheet (all teachers assisted as the students continued to develop their route to be used in the simulation)
3/23
Easter Break, (in-service)
3/24
Easter Break, (in-service)
3/25
Good Friday, No School
3/28
Easter Break, No School
3/29
Review rules and math concepts and continue strategy sheet (Mr. Crabtree led the students through a Kahoot review of the major concepts of the simulation. The students were reminded that the purpose of the Kahoot was accuracy not speed. All teachers assisted in helping students with the route and game questions. Mr. Mackley had every company check in with him and show him their strategy sheet.)
3/30 (ADV)
Begin Simulation: Correct days 1 and 2 (Students continued to work on strategy sheets as many groups were not yet ready to begin the simulation. Mr. Crabtree reminded the students who were finished that they could work on the certification activities and where they could find them.)
3/31
Correct Days 3 and 4 (Students started day 1 and 2 of the simulation. Mr. Crabtree and Mr. Mackley checked balance sheets while Mr. Repsch circulated throughout the room helping students who has questions.)
4/1
Days 5 and 6(Students checked up to day 4)
4/4
Days 7 and 8 (Students checked up to day 6)
4/5
Days 9 and 10( A new activity was added to the Canvas course that taught the students about out sourcing and gave them the challenge to find an item that they are fond of that is produced in a foreign country and locate an American made alternative comparing quality and cost)
4/6
Days 11 and 12 (students were divided into three classrooms because the library space was no longer available)
4/7
Days 13 and 14
4/8
Days 15 and 16 (balance sheets, journals, and all canvas assignments due)
4/11
World Shipping Test
Results and Reflections
At the end of the simulation, the students were assessed on four areas. The were their results form playing the game, a daily journal of what they did each day, a balance sheet quiz, and some reflection questions related to the Canvas activities. Overwhelmingly, the change in instruction deeply impacted the game results and the balance sheet quiz results. The students averaged over 80% on both assessments; a huge change from years past when this project was taught in isolation and/or differently. Our PLC was deeply disappointed in the results of the journal assessment and the reflection questions. These activities had fewer check-ins and more student responsibility to complete them and study them. This is a trend we are seeing more and more of. To get the results to improve in these are will require us to devote more time to the project. We have discussed this and we plan to do that next year.
Changes to Instruction
In the past, the first step in teaching the simulation was to have the students plan a route using the game map. This secret strategy sheet (example attached below) could repeated as many times as the group/student wanted in an attempt to maximize their profits for the game. Once the game began, the students started to record their daily transactions onto balance sheets following the plan they developed with the strategy sheet. We realized that this transition was an area of confusion since the two sheets looked very different from one another. Since the balance sheet was a assessed skill and the strategy sheet wasn't, we switched our instruction and taught the balance sheet skills first. In addition to teaching these skills first, a practice quiz and screener quiz was administered to the students. The students could not move forward until they successfully completed a screener quiz. Those who failed the screener the first time were divided into differentiated groups (those who had minor errors and those who really did not get the math element). Mr. Repsch and Mr. Crabtree worked to remediate those groups while Mr. Mackley moved forward with the planning sheet and the rest of the students.
Another major change in our instruction was the use of a Canvas course strictly for World Shipping. In the past, the groups of students had to wait for the teachers to check their daily balance sheets to prevent errors from becoming major errors that were carried from day to day. This created a lot of down time for the majority of the students as they waited for their group to get checked. This year, we sought to take advantage of that time by creating small activities and putting them into modules as part of a Canvas course. The activities were all related to topics connected with global trade and economics. As the students waited for the teachers to check their daily balance sheets, they were instructed to complete these assignments as part of their world shipping certification. A link to the Canvas course is provided here:
https://hersheyk12.instructure.com/courses/394
Mr. Mackley instructs the students on how to properly fill out a balance sheet.
World Shipping Lesson Guide
Results and Reflections
At the end of the simulation, the students were assessed on four areas. The were their results form playing the game, a daily journal of what they did each day, a balance sheet quiz, and some reflection questions related to the Canvas activities. Overwhelmingly, the change in instruction deeply impacted the game results and the balance sheet quiz results. The students averaged over 80% on both assessments; a huge change from years past when this project was taught in isolation and/or differently. Our PLC was deeply disappointed in the results of the journal assessment and the reflection questions. These activities had fewer check-ins and more student responsibility to complete them and study them. This is a trend we are seeing more and more of. To get the results to improve in these are will require us to devote more time to the project. We have discussed this and we plan to do that next year.